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WELCOME. GENERAL SUPERVISION… POLICIES… PROCEDURES… PRACTICES…. General Supervision Policies, Procedures, and Practices. Compliant IEPs: From Planning to Paper.

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GENERAL SUPERVISION… POLICIES… PROCEDURES…

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General supervision policies procedures

WELCOME...

GENERAL SUPERVISION…

POLICIES…

PROCEDURES…

PRACTICES…


General supervision policies procedures and practices

General Supervision Policies, Procedures, and Practices

Compliant IEPs:

From Planning to Paper


Agenda procedures and practices to identify and correct non compliant ieps

Agenda Procedures and Practices to Identify and Correct Non-Compliant IEPs

  • Component 1: Identification of Noncompliant IEPs

    • Component 2: Ensuring Compliant IEPs Once Non-

      Compliance is Identified


Definitions

Definitions…

Policy…

A written mandate that is “Board Approved” and aligned with state and federal regulations.

Procedures…

A written sequence of steps used to implement policies, rules, and regulations.

Practices…

The implementation of procedures documented using student record reviews, interviews, observations, etc.


Definitions today s focus

Definitions…Today’s Focus…

Procedures…

A written sequence of steps used to implement policies, rules, and regulations.

Practices…

The implementation of procedures using student record reviews, interviews, observations, etc.


Regarding general supervision of compliant ieps

…REGARDING… GENERAL SUPERVISION OF COMPLIANT IEPS


When you leave at the end of this session

When you leave at the end of this session…

What two things do you want to know about practices and procedures regarding compliant IEPs that you don’t know now?


Definitions1

Definitions…

Procedures…

A written sequence of steps used to implement policies, rules, and regulations.

Practices…

The implementation of procedures documented via student record reviews, interviews, observations, etc.


An effective supervision system ieps procedures and practices

An Effective Supervision System…IEPs Procedures and Practices

Component 1…Identification of Non-compliant IEPs

  • Supervision

  • IEP Review

  • Inter-rater Reliability


Component 1 identification of non compliant ieps

Component 1…Identification of Non-Compliant IEPs

How does your district currently identify noncompliant IEPs ?

Share that information with the person next to you.


Component 1 identification of non compliant ieps1

Component 1…Identification of Non-Compliant IEPs

SUPERVISION


Component 1 identification of non compliant ieps2

Component 1…Identification of Non-Compliant IEPs

Supervision

Peer Review

Supervisor Review

Inter-rater Reliability


Component 1 identification of non compliant ieps3

Component 1…Identification of Non-Compliant IEPs

What is the purpose of “peer review” regarding identifying non-compliant IEPs?

What is the purpose of “supervisor review” regarding identifying IEP non-compliance?

What are the “pros” and “cons” of each?


Component 1 identification of non compliant ieps4

Component 1…Identification of Non-Compliant IEPs

  • Supervision

    • Peer Review

      • Make it Positive

      • Teachers Support Each Other

      • Teachers May Make Changes Prior to a Supervisor Review

    • Supervisor Review

      • Individual Supervisors Review Selected IEPs

      • A Group of Supervisors Review Selected IEPs At One School

      • Non-compliance is Identified and Changes Must be Made


Component 1 identification of non compliant ieps5

Component 1…Identification of Non-Compliant IEPs

  • Supervision

    • Inter-rater Reliability

      • Initial Training

      • Systematic Follow-Up


Component 1 identification of non compliant ieps6

Component 1…Identification of Non-Compliant IEPs

Inter-rater Reliability…is the degree of agreement

among raters…when rating or reviewing material.

What does this mean for IEP Reviews?

Peers and/or supervisors must all use the same

criteria when reviewing IEPs…so that compliant and

non-compliant IEPs are viewed the same way.


Component 1 identification of non compliant ieps7

Component 1…Identification of Non-Compliant IEPs

High inter-rater reliability…leads to the following

“Both the lead teacher and principal said that my goals weren’t measurable…that’s not what they said before…

so I asked one of the special education coordinators and she said the same thing.”


Component 1 identification of non compliant ieps8

Component 1…Identification of Non-Compliant IEPs

Poor inter-rater reliability leads to the following…

“Mr. Smith said my goals were fine, but Ms. Jones said two of them weren’t measurable.” I wish they’d make up their minds!”

“My supervisor didn’t find any problems with the PLAAFP in my IEPs, but the Focused Monitoring Team from DOE said that the “Needs” were global and not specific…what’s up with that?”


Inter rater reliability

INTER-RATER RELIABILITY

Initial Training

Systematic Follow-Up

Formal

Informal

  • Establish specific criteria

    for each section of the IEP

  • Train peers and/or supervisors until a pre-

    determined percentage is met, i.e. 85%-90% of reviewers rated the area compliant or non-compliant


Inter rater reliability1

Inter-rater Reliability

Specific Criteria…Examples

  • PLAAF

    • Student Needs (Criteria) must

      • describe what the student needs to learn

      • be able to begin developing a goal

      • be aligned with goals

      • Measurable Goals (Criteria) must include

        • Conditions (Material/Stimuli)

        • Observable Student Behavior

        • Criteria for Performance

        • Aligned with Needs in the PLAAFP


Inter rater reliability2

Inter-rater Reliability

  • Systematic Follow-Up

    • Formal

      Schedule formal groups of peers and/or supervisors periodically throughout the year

      —Informal

    • Staff Meetings…once a month spend 15 minutes and have teachers, peers, and supervisors rate a couple of samples and discuss

    • Email…a couple of samples and have staff rate them and share ratings during a staff meeting

    • Others?


Component 1 identification of non compliant ieps9

Component 1…Identification of Non-Compliant IEPs

Supervision

Should IEPs be part of Performance Evaluations

Why?

Why not?


Component 1 identification of non compliant ieps10

Component 1…Identification of Non-Compliant IEPs

IEPS


Component 1 identification of non compliant ieps11

Component 1…Identification of Non-Compliant IEPs

  • In your opinion…what must be included when identifying non-compliance regarding IEPs?

  • Once non-compliance is identified, what happens in your district?


Component 1 identification of non compliant ieps12

Component 1…Identification of Non-Compliant IEPs

  • IEP Review… SHOW ME THE DATA!

    • Identify Area/s of Non-Compliance

    • AnalyzeArea/s of Non-Compliance

      • IEP Supervision Matrix, Teacher

      • IEP Supervision Matrix, Master


Iep review identify areas of non compliance

IEP Review…Identify Areas of Non-Compliance

Once Peers and/or Supervisors are Trained…And Inter-rater

Reliability is Established…

Identification of Non-Compliant Areas is a relatively

straightforward task…

  • Develop and Implement a system for assigning peers/supervisors to groups of teachers

  • Review IEPs and note areas of non-compliance

  • Implement the “Tell’em and Fix’em” Policy…


The tell em and fix em policy

The “Tell’em and Fix’em” Policy…

Tell’em to Fix’em…


The tell em and fix em policy1

The Tell’em and Fix’em Policy

So….using the Tell’em and Fix’em Policy…

  • Teachers are told which areas are non-compliant.

  • Given some guidance …”the “conditions under which the

    behavior will occur are missing; the accommodations aren’t aligned with the “Needs in the PLAAF”; etc.

  • The teacher talks with his/her colleagues; gets some additional information from handouts; and revises non-compliant areas.


Iep review identify areas of non compliance1

IEP Review…Identify Areas of Non-Compliance

True or False…

Implementation of the “Tell’em and Fix’em” Policy results in systemic change so that significantly fewer areas of non-compliance are identified during the next review of IEPs.


Leaving the tell em and fix em policy

Leaving the “Tell’em and Fix’em” Policy

What’s required for systemic change to occur?

  • Identify each area of non-compliance…but more importantly…

  • Identify the reason for the non-compliance…


Leaving the tell em and fix em policy1

Leaving the “Tell’em and Fix’em” Policy

Why aren’t this teacher’s goals measurable?

…Because…the teacher…

  • doesn’t know the difference between a goal & a measurable goal?

  • knows they’re different, but doesn’t know how they’re different?

  • knows the components of a measurable goal, but..struggles with…

    • only one component, i.e. the “conditions , observable behavior, criteria, etc.” ?

    • Generating measurable goals accurately because the teacher lacks understanding of instructional skill sequences?

      Other reasons??


Moving to the data analysis policy

Moving to the “Data Analysis” Policy

  • Identify each area of IEP non-compliance

  • Identify teachers who have problems in specific areas

  • Plan “Targeted Professional Learning” to address those areas…


Component 2 ensuring compliant ieps once non compliance is identified

Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified

PROFESSIONAL

LEARNING


Component 2 ensuring compliant ieps once non compliance is identified1

Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified

What do you consider to be

aspects of professional learning regarding compliant IEPs?

THREE OF THE MOST IMPORTANT


Consider this

Consider this…

  • The Ever Popular… SPRAY N’ PRAY POLICY

    OR

  • Targeted Professional Development That Is…

  • Content Specific

  • Job Embedded

  • Cumulative

  • Implementation isSupervised


Targeted professional learning

Targeted Professional Learning

Targeted Professional Learning Targets a Specific…

By Definition…then…Targeted Professional Learning Requires…

Data driven decisions in order to identify the individuals and content for effective professional learning

  • Group of Individuals

  • Kind of Content


General supervision policies procedures

Data

  • IEP Supervision Matrix, Teacher

  • IEP Supervision Matrix, Master

  • Documents such as these are invaluable tools in making data-driven decisions when providing targeted professional learning


Component 2 ensuring compliant ieps once non compliance is identified2

Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified

Professional Learning (PL) is Content Specific…

IEP Supervision Matrix can be an invaluable tool in analyzing the PL needs of the staff in order to develop a “content specific” plan for PL. An IEP Supervision Matrix can identify the…

  • Content to be targeted

  • The Teachers in need of training in that content

  • The Teachers who are highly skilled and can be paired with less skilled teachers.


Component 2 ensuring compliant ieps once non compliance is identified3

Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified

Professional Learning (PL) is Content Specific…

and Job Embedded…

Participants use the IEPs for which they are responsible as the content for all PL.

Participants apply what they have learned in each PL session to each of their IEPs in question.


Component 2 ensuring compliant ieps once non compliance is identified4

Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified

Professional Learning (PL) is Content Specific…

Job Embedded…and Cumulative

All previous content areas become an explicit part of

each new content area.


Component 2 ensuring compliant ieps once non compliance is identified5

Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified

Professional Learning (PL) is Content Specific…

Job Embedded…Cumulative…andImplementation is Supervised

Coaching is scheduled on a regular basis.

Coaching forms are completed after each session:

IEP Targets that were addressed well.

IEP Targets that were not addressed well.

IEP Targets for the next session.

Date and Time of the next session


Component 2 ensuring compliant ieps once non compliance is identified6

Component 2…Ensuring Compliant IEPs Once Non-Compliance Is Identified

PROFESSIONAL LEARNING

NEW STAFF

VETERAN STAFF


Component 2 ensuring compliant ieps once non compliance is identified7

Component 2… Ensuring Compliant IEPs Once Non-Compliance Is Identified

Based on your experience, are the professional learning needs different for new staff and veteran staff?

If yes, how are they different?

If no, how are they the same?


Component 2 ensuring compliant ieps once non compliance is identified8

Component 2… Ensuring Compliant IEPs Once Non-Compliance Is Identified

Was your response data-based?

If yes, what kind of data?

If no, why not?


Component 2 ensuring compliant ieps

Component 2:Ensuring Compliant IEPs

Professional Learning for New Staff and Veteran Staff

  • IEP Supervision Matrix, Teacher

  • IEP Supervision Matrix, Master

  • Documents such as these are invaluable tools in making data-driven decisions when providing targeted professional learning

  • A tool like this can support the decision to require specific kinds of professional learning for specific groups of individuals…when some may demand “to know why they’re required to do this?!?


Contact information

Contact Information

Ms. Donna Ann Flaherty,Program Specialist

Professional Learning Unit

Georgia Department of Education

Division for Special Education Services and Supports

1870 Twin Towers East

Atlanta, Georgia 30334

404-657-9972

[email protected]

Website: http://www.gadoe.org/ci_exceptional.aspx


Contact information1

Contact Information

Dr. Margo L. Habiger, Program Specialist

Compliance Unit

Georgia Department of Education

Division for Special Education Services and Supports

1870 Twin Towers East

Atlanta, Georgia 30334

404-844-8767

[email protected]

Website: http://www.gadoe.org/ci_exceptional.aspx


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